题目
题型：不详难度：来源：
Years flew by, and soon I was able to take part in the elections(选举), I would win. But the reality proved that I hadn"t had a chance. I wasn"t pretty. Girls in the school hardly knew me. I just did not have what it to win a school election. I was .
As I cried in my room that evening, I suddenly took a deep breath and decided I wouldn"t stop dreaming. I decided that I would for elections again in my final year at school—and I would the election.
I recognized that my had a lot of things in their favor. What were in favor? I had good grades, and I was friendly and helpful. And my biggest was the faith I had. I would not allow my plain appearance to hold me from my heading forward. That evening, I my election plans a whole year ahead of time.
I realized that girls would have to get to know me and recognize that I had the ability to them. I loved making friends and I liked being helpful, I decided that perhaps I could use these qualities to win. In order to learn how to give a great election , I also attended a course on effective public speaking.
The day after the election, when the headmaster announced I won the second highest number of votes, the students . That joy on the faces of all my friends showed me that my victory was theirs.
Suddenly, I realized that I had much more than I had dreamed of. I had made many new friends and had helped people along the way. I had won the and love of my schoolmates and they me as somebody who would stand by them. I was able to put a smile on their faces and their day.
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答案
小题1:A
小题2:A
小题3:D
小题4:B
小题5:C
小题6:B
小题7:A
小题8:D
小题9:B
小题10:D
小题11:A
小题12:C
小题13:C
小题14:B
小题15:C
小题16:D
小题17:A
小题18:B
小题19:A
小题20:C
解析
试题分析：文章主要讲的是竞选学校干部的故事。作者第一次竞选没有成功，但他并没有泄气。相反，他下定决心再次参加竞选并提前一年开始做准备，作者分析了竞争者的优势和自己的优势，努力练习演讲并取得了女生的支持。最终，作者在选举中获胜，这让作者认识到，选举获胜带给他许多意想不到的东西，他得到了学校同学的认可和信任。
小题1:考查动词辨析。根据“I had a dream of becoming a member of the Students Union.”可知，作者很钦佩校领导，A钦佩，赞赏；B记得，纪念；C表扬；D相信。故选。
小题2:考查动词辨析。根据“But the reality proved that I hadn"t had a chance.”可知，作者的愿望没有实现，A希望；B计划；C假装；D判断。故选A。
小题3:考查动词辨析。I just did not have what it to win a school election.我没有赢得选举所需要的东西，It takes sth to do sth else做某事花费....../以......为代价，A主动提出；B提供；C意味着，打算；D拿走，采取，花费。故选D。
小题4:考查形容词辨析。作者没有在校领导选举中获胜，他感到不开心，A关心的；B心烦的，不舒服的；C惊讶的；D生气的。故选B。
小题5:考查动词辨析。I decided that I would for elections again in my final year at school作者决定在最后一年再次参加选举，A支付；B说；C进入，参加；D等待。enter for参加，故选C。
小题6:考查动词辨析。and I would the election.作者相信这次会获胜，A打败；B获胜；C防御，辩护；D挣得，赢得。win后加比赛、竞赛、选举等，故选B。
小题7:考查名词辨析。I recognized that my had a lot of things in their favor.作者发现竞争者有许多有利条件，A竞争者；B同学；C敌人；D校友。故选A。
小题8:考查代词辨析。根据“I recognized that my had a lot of things in their favor.”可知，这里，作者反问自己的优势有哪些，A他们的；B你们的；C我们的；D我的。故选D。
小题9:考查名词辨析。And my biggest was the faith I had.作者最大的优势就是信心，A问题；B力量，优势；C担心；D梦想。故选B。
小题10:考查介词辨析。 I would not allow my plain appearance to hold me from my heading forward.作者不会让平凡的外貌阻挡前行的路，A在.....里；B向上；C出来；D返回。hold sb back from阻挡某人......，故选D。
小题11:考查动词辨析。I my election plans a whole year ahead of time作者提前一年开始准备选举计划，A开始；B讨论；C宣布；D挑战。故选A。
小题12:考查动词辨析。I realized that girls would have to get to know me and recognize that I had the ability to them.作者认识到应该让女生了解自己，并且自己有代表她们的能力，A考虑，认为；B陪伴；C代表；D支持。故选C。
小题13:考查并列连词。I loved making friends and I liked being helpful, I decided that perhaps I could use these qualities to win.前后两句是因果关系，A但是；B和；C因此；D或者，否则。故选C。
小题14:考查名词辨析。根据“I also attended a course on effective public speaking”可知，作者在准备选举演讲，A研究；B演讲；C会议；D承诺。故选B。
小题15:考查动词辨析。I won the second highest number of votes, the students .听到作者票数第二，同学们欢呼起来，A点头；B聚会；C欢呼；D喊叫，哭泣。故选C。
小题16:考查副词辨析。That joy on the faces of all my friends showed me that my victory was theirs.同学们脸上的欢乐表明，作者的胜利也属于他们，A只有；B然而；C几乎，差不多；D也。故选D。
小题17:考查动词辨析。I realized that I had much more than I had dreamed of.作者意识到自己获得的比梦想的要多的多，A获得；B避免；C贡献；D发展。故选A。
小题18:考查名词辨析。I had won the and love of my schoolmates作者赢得了学校同学的承认和爱，A宣布；B承认；C交流；D兴奋。故选B。
小题19:考查动词辨析。they me as somebody who would stand by them学生们都把作者当作值得信赖的人，A考虑，认为；B说，演讲；C告诉；D说话。consider sb as把某人当作......，故选A。
小题20:考查动词辨析。I was able to put a smile on their faces and their day.作者能够给同学们带去欢笑，点亮他们的生活。A扩大，放大，详述；B希望；C(使)发亮，(使)快乐；D经历。故选C。
核心考点
试题【From the time I was seven, I had a dream of becoming a member of the Students Un】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
To an American, this is one of the most striking aspects of a Chinese university which immediately sets it apart from an American campus. Having grown up in the United States, I had never seen a university surrounded by high, cement(水泥) walls. My idea of a university, based on having seen scores of them in different states of the U.S., was a place of life and learning, an inseparable part of the community in which it was located, open not only to the students of the school itself, but also fully accessible to students from other schools and to the broader public.
My idea of a university was that it was a center of cultural life, a resource for the entire community. In all my twenty-one years, it had never occurred to me that a school would have a wall around it. Walls enclose and separate; schools expand and integrate(合并). The very idea seemed fundamentally incompatible. I asked a Chinese friend if all Chinese universities have walls around them. “You know, I have never really thought about it. I guess so. I guess all Chinese schools have walls around them, not just universities.” “Why?” I asked, “What’s the point?” “I don’t know. To protect us, I suppose.” “From whom?” “I don’t know. Don’t you have walls around your schools in the United States?” I thought carefully before answering. “No, I’ve never seen or heard of a university encircled by a wall.” My Chinese friend seemed puzzled. Walls around schools came to strike me as more than just an architectural difference between the United States and China. As China continues to open up to the outside world, these walls seem increasingly out of place.
小题1:The author felt strange about Chinese culture when he ___________.
| A．studied in Peking University |
| B．talked with his friends about the walls |
| C．experienced the “cultural shock” at his arrival |
| D．spent two and a half years in China over several visits |
| A．where only students can come to study |
| B．which is similar everywhere in the world |
| C．that should be surrounded by high cement walls |
| D．that is an inseparable part of and a resource for the community |
| A．The two ideas are fundamental. |
| B．The two ideas are basically different. |
| C．The two ideas about “school” and “wall” are suitable. |
| D．The two ideas about “school” and “wall” are conflicting. |
| A．He thought it a good idea to have walls encircling schools. |
| B．He was shocked that American universities are not enclosed. |
| C．He thought they were necessary to protect students from being hurt. |
| D．He thought the difference between two countries is only architectural styles. |
| A．walls are really useful in the universities |
| B．he can never really understand the Chinese culture |
| C．Chinese universities should work as public scenic spots |
| D．walls around the universities are inappropriate in an open China |
Because no light can get out, people can’t see black holes. Space telescopes with special tools can help find black holes. The special tools can see how stars that are very close to black holes act differently from other ones.
Black holes can be big or small. Scientists think the smallest black holes are as small as just one atom. These black holes are very tiny but have the mass of a large mountain. Mass is the amount of matter, or “staff”, in an object.
Another kind of black hole is called “stellar”(星球黑洞). Its mass can be up to 20 times more than the mass of the sun. There may be many stellar mass black holes in Earth’s galaxy. Earth’s galaxy is called the Milky Way.
The largest black holes are called “supermassive”(超大质量黑洞). These black holes have masses that are more than one million suns together. Scientists have found proof that every large galaxy contains a supermassive black hole at its center. The supermassive black hole at the center of the Milky Way galaxy has a mass equal to about four million suns and would fit inside a very large ball that could hold a few million Earths.
Scientists think the smallest black holes formed when the universe began. Stellar black holes are made when the center of a very big star falls in upon itself, or falls apart. When this happens, it exploded part of the star into space. Scientists think supermassive black holes were made at the same time as the galaxy they are in.
A black hole can not be seen because strong gravity pulls all of the light into the middle of the black hole. But scientists can see how the strong gravity affects the stars and gas around the black hole. Scientists can study stars to find out if they are flying around, or orbiting a black hole.
When a black hole and a star are close together, high-energy light is made. This kind of light cannot be seen with human eyes. Scientists use satellites and telescopes in space to see the high-energy light.
小题1:The gravity of a black hole may become so strong that light cannot get out when ____________.
| A．the star is going to die |
| B．special tools are used on it |
| C．other stars come close to it |
| D．it is seen from the space telescopes |
| A．A black hole can be very tiny but extremely heavy. |
| B．The gravity of a black hole holds all light in its center. |
| C．Scientists observe high-energy light through their own eyes. |
| D．Some small black holes came into being as early as the universe. |
| A．a black hole | B．the Milky Way |
| C．a series of stars | D．a planet near the earth |
| A．Neither the sun nor the earth is as heavy as a black hole. |
| B．There is a supermassive black hole at the center of the Milky Way. |
| C．The supermassive black hole had existed before the Milky Way was formed. |
| D．There is a reason why the large black holes are called “supermassive”. |
| A．what a black hole is |
| B．how black holes form |
| C．how big black holes are |
| D．how scientists know about black holes |
And those college hopefuls are just the first edge of a wave of US students who no longer get much handwriting instructions in the primary grades, frequently 10 minutes a day or less. As a result, more and more students struggle to read and write cursive.
At Keene Mill Elementary School in Springfield, all their poems and stories are typed. Children in Fairfax County schools are taught keyboarding beginning in kindergarten. Older students who never mastered handwriting say it doesn’t affect their grades.
There are those who say the culture is at a crossing, turning from the written word to the typed one. If handwriting becomes a lost form of communication, does it matter?
It was at University Virginia that researchers recently discovered a previously unknown poem by Robert, written in his unique script. Handwritten documents are more valuable to researchers, historians say, because their authenticity(真实性) can be confirmed. Students also find them more fascinating.
The loss of handwriting also may be a cognitive(认知的) opportunity missed. Several academic studies have found that good handwriting skills at a young age can help children express their thoughts better—a lifelong benefit.
It doesn’t take much to teach better handwriting skills. At some schools in Prince George’s County, elementary school students use a program called Handwriting Without Tears for 15 minutes a day. They learn the correct formation of manuscript letters through second grade, and cursive letters in third grade.
There are always going to be some kids who struggle with handwriting because of their particular neurological(神经系统的) writing, learning issues or poor motor skills. Educators often point to this factor in support of keyboarding.
小题1:What is the author concerned about after 2012 Sat exams?
| A．Keyboarding. | B．Shorthand. | C．Handwriting. | D．Block letters. |
| A．prove how valuable handwriting is |
| B．explain what a famous poet he is |
| C．show how unique his poem is |
| D．stress how fascinating the documents are |
| A．the schools are responsible for the loss of handwriting |
| B．the loss of handwriting is a cognitive opportunity missed |
| C．it doesn’t take much to teach better handwriting skills |
| D．the culture is turning from the written word to the typed one |
| A．Kindergarten. | B．Primary school. |
| C．High school. | D．College. |
| A．Devotion. | B．Encouragement. | C．Critical. | D．Objective. |
Kind-hearted parents have unknowingly left their children defenseless against failure．The generation (age) born between 1980 and 2001 grew up playing sports where scores (marks) and performance (show) were played down because “everyone"s winner.” And their report cards sounded more positive than ever before．As a result, Stanford University professor Carol Dweck, PhD, calls them “the overpraised generation.”
Dweck has been studying how people deal with failure for 40 years．Her research has led her to find out two clearly different mind-sets that have a great effect on how we react to it．Here"s how they work:
A fixed mind-set is grounded in the belief that talent is genetic – you"re a born artist, point guard, or numbers person．The fixed mind-set believes it"s sure to succeed without much effort and regards failure as personal shame．When things get difficult, it"s quick to blame (liability), lie, and even stay away from future difficulties.
On the other hand, a growth mind-set believes that no talent is entirely heaven-sent and that effort and learning make everything possible．Because the ego (自尊) isn"t on the line as much, the growth mind-set sees failure as a chance rather than shame．When faced with a difficulty, it"s quick to rethink, change and try again．In fact, it enjoys this experience.
We are all born with growth mind-sets．(Otherwise, we wouldn"t be able to live in the world.) But parents, teachers, and instructors often push us into fixed mind-sets by encouraging certain actions and misdirecting praise．Dweck"s book, Mind-set: The New Psychology of Success, and online instructional program explain this in depth．But she says there are many little things you can start doing today to make sure that your children, grandchildren and even you are never defeated by failure.
小题1:What does the author think about the present generation?
| A．They don"t do well at school. |
| B．They are often misunderstood. |
| C．They are eager to win in sports |
| D．They are given too much praise. |
| A．doesn"t want to work hard |
| B．cares a lot about personal safety |
| C．cannot share his ideas with others |
| D．can succeed with the help of teachers |
| A．Admitting failure is shameful. |
| B．Talent comes with one"s birth. |
| C．Getting over difficulties is enjoyable. |
| D．Scores should be highly valued. |
An animal living in an environment where it is often threatened by predators(捕食者）will develop a negative emotion or “mood”, such as anxiety. However, one in an environment with plenty of opportunities to get resources for survival will be in a more positive mood state.
The researchers say that these emotional states not only show the animal’s experiences, but also help it decide how to make choices, especially in unclear situations. This could have good or bad results. An animal in a negative mood state will make a safety-first with a “pessimistic” response to an unclear event. For example, it considers a noise in the grass as a signal of the predator. At the same time, an animal in a positive mood state will benefit from a more “optimistic” response. It considers the noise as a signal of prey(猎物）.
Professor Mike Mendl, head of the Animal Welfare and Behavior Research Group at Bristol University’s School of Clinical Veterinary Science said, “ We can use “optimistic” or “pessimistic”decision-making as a symbol of an animal’s emotional state. Recent studies by our group and others suggest that this is a meritorious new approach to studying a variety of animal species.”
“Public interest in animal welfare remains high, with widespread concern about the way in which animals are treated, used and included in society. To understand how animals should be treated, we need to better understand their emotional lives,” Mike Mendl said. The researchers believe Mike Mendl’s study can help them to better understand and assess an animal’s emotions.
小题1:When an animal is in a negative mood state, _______.
| A．its response to an unclear event is pessimistic |
| B．it will pay little attention to an unclear event |
| C．it is easy for it to make right decisions |
| D．it has more opportunities to get food |
| A．valuable | B．useless | C．fashionable | D．hopeless |
| A．the animals with positive emotions live longer |
| B．there is no way to assess an animal’s emotions |
| C．few people care about animal welfare nowadays |
| D．the environment can influence animal’s emotions |
| A．tell people to build more protected areas for animals |
| B．explain animals should be regarded as people’s friends |
| C．raise people’s interest in studying animals |
| D．make people know how to treat animals properly |
| A．Different kinds of Animals’ Emotions |
| B．Emotions Helps Animals to Make Choice |
| C．The Living Environment of Wild Animals |
| D．The Best Way to Measure Animals’ Emotions |
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